School SULIVAN NATIONAL HIGH SCHOOL Grade Level 7

GRADE 10 DAILY ENGLISH

LESSON LOG Teacher EVONY V. DELA CRUZ Learning Area
Teaching Dates and Time JUNE 3-7, 2019 Quarter FIRST

DAY 1 DAY 2 DAY 3 DAY 4

Objectives must be met over the week and connected to the curriculum standardds. To meet the objectives, necessary procedures must be followed and if needed additional lessons, exercises and remedies activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy to learning yhe lessons. Weekly objectives shall be derived from the curriculum guides.

The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features
A. Content Standards
of speech; and correct subject-verb agreement.

B. Performance Standards
C. Learning Competencies / Objectives Write
the LC code for each
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
EN7LT-I-a-1: Discover literature as a means of EN7LC-I-a-5: Recognize prosodic features: volume,
connecting to a significant past projection, pitch, stress, intonation, juncture, and
EN7LT-I-a-2: Describe the different literary genres speech rate that serve as carriers of meaning
during the pre-colonial period NO CLASSES (EID'L FIT'R) EN7V-I-
EN7LT-I-a-2.1: Identify the distinguishing features of a-22.1: Distinguish features of colloquial
proverbs, myths, and legends language (fillers, contractions, etc.) and slang

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Lesson 1 Searching for my Beginnings

i. Evaluating Learning Stress Colloquial
Pre-test Sounds of Language Words
and Familiar Language
of Wisdom
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
III. LEARNING RESOURCES concept development.
A. References English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material
1. Teacher's Guide pages - - -
2. Learner's Material pages pp 4-9 pp 11-16 pp 22-28
3. Textbook pages - - -
4. Additional Materials from Learning - - -
Resource (LR) portal
B. Other Learning Resources - - -

IV. PROCEDURES
A. Reviewing previous lesson or presenting
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples / instances of the new
lesson
D. Discussing new concepts and practicing
new skills # 1
E. Discussing new concepts and practicing
new skills #2
F. Developing Mastery (Leads to Formative
and Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstraction
about the lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Ask the students to prepare one whole sheet of paper Form a dyad and let each pair look at the given Encourage the learners to listen, repeat after the
and answer the pre-test found on the textbook on paintings closely before describe the kind of life the teacher and remember the right stress to distinguish
pages 4-9. Filipinos had during the Pre-colonial Period. the heteronyms, and some commonly mispronounced
words.
Let the student work with a partner and state whether
they agree or disagree with the give statements
related to the pictures in task 1.
Model to the students the correct and proper Let the students use the right intonation to achieve the
pronunciation of a few critical vowel sounds, purpose ofrfeeling indicate in the sentences given.
dipthongs, blends and glides based on the reading
texts.
Invite every students to read the selection to find out Have each pair try to read this sentence, "I love you"
how witty their ancestors were and what they created three times stressing on one word everytime and ask
to reveal their inner thoughts and wisdom towards them what special meaning the speker is trying to
better living. convey.
Have each student answer the true or false type of Encourage two students to volunteer to read the
test to check his/heer compehension about the text. dialogues of John and Jerry on page 26; then let them
answer the process questions.
How does proverbs help you in surpassng challenges
in your life?
How helpful are Proverbs?
Do they serve as good reminders suggesting specific
action, behavior or judgement? Why or why not?
 Bring out the spatial intelligence in them as they draw Complete the chart by supplying the equivalent slang
the Philippine map in a short bond papeer so that they expressions and give more colloquial-slang examples.
I. Evaluating Learning can write at leat five (5) original proverbs from Task 6
beside the place where those proverbs originated.

J. Additional Activities for application or

remediation
REMARKS
The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if
the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? No. of learners who have
caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these

work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use, discover
which I wish to share with other teachers?

Prepared by: Checked by:

EVONY V. DELA CRUZ JOSEPHINE M. CABRAL
Subject Teacher Principal I
 School SULIVAN NATIONAL HIGH SCHOOL Grade Level 7
GRADE 10 DAILY ENGLISH
LESSON LOG Teacher EVONY V. DELA CRUZ Learning Area
Teaching Dates and Time JUNE 10-14, 2019 Quarter FIRST

DAY 1 DAY 2 DAY 3 DAY 4

Objectives must be met over the week and connected to the curriculum standardds. To meet the objectives, necessary procedures must be followed and if needed additional lessons, exercises and remedies activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy to learning yhe lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features
A. Content Standards
of speech; and correct subject-verb agreement.
B. Performance Standards The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
EN7LT-I-a-2.1: Identify the distinguishing features of EN7LC-I-a-5: Recognize prosodic features: volume, EN7LC-I-a-5: Recognize prosodic features: volume,
C. Learning Competencies / Objectives Write proverbs, myths, and legends projection, pitch, stress, intonation, juncture, and NO CLASSES projection, pitch, stress, intonation, juncture, and
the LC code for each speech rate that serve as carriers of meaning INDEPENDENCE DAY speech rate that serve as carriers of meaning

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

i. Evaluating Learning Stress Stress (Activity)

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material
- - -
pp 22-26 pp 22-26
- - -
- - -
- - -

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment
Invite theforstudents
each step.
to play a game. Ask the class to Encourage the learners to listen, repeat after the Ask the students to copy the set of words posted on
A. Reviewing previous lesson or presenting close their books. Invite two students to be the timer teacher and remember the right stress to distinguish board.
new lesson and scorer in front of the class. the heteronyms, and some commonly mispronounced
words.
Form two groups with ine representative each who will Let the students apply the right stress on the
stand in a row beside their respective groups to highlighted syllables.
B. Establishing a purpose for the lesson answer the questions. One point is given for every
correct answer.
Show the strip of proverbs with English translation one Let the students use the right intonation to achieve the
C. Presenting examples / instances of the new
by one. purpose ofrfeeling indicate in the sentences given.
lesson

Let the students discuss the literary form with its Have each pair try to read this sentence, "I love you"
D. Discussing new concepts and practicing characteristics and appreciate its purpose by three times stressing on one word everytime and ask
new skills # 1 answering the process question. them what special meaning the speker is trying to
convey.
E. Discussing new concepts and practicing
new skills #2
Encourage two students to volunteer to read the
F. Developing Mastery (Leads to Formative
dialogues of John and Jerry on page 26; then let them
and Assessment 3)
answer the process questions.
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstraction
about the lesson
Have them answer the task on book on page 12. Complete the chart by supplying the equivalent slang Check the answer of the students and record it
I. Evaluating Learning expressions and give more colloquial-slang examples.

J. Additional Activities for application or

remediation
REMARKS
The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if
the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? No. of learners who have
caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these

work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use, discover
which I wish to share with other teachers?

Prepared by: Checked by:

EVONY V. DELA CRUZ JOSEPHINE M. CABRAL
Subject Teacher Principal I
 School SULIVAN NATIONAL HIGH SCHOOL Grade Level 7
GRADE 10 DAILY ENGLISH
LESSON LOG Teacher EVONY V. DELA CRUZ Learning Area
Teaching Dates and Time JUNE 17-21, 2019 Quarter FIRST

DAY 1 DAY 2 DAY 3 DAY 4

Objectives must be met over the week and connected to the curriculum standardds. To meet the objectives, necessary procedures must be followed and if needed additional lessons, exercises and remedies activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy to learning yhe lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb
A. Content Standards agreement.
B. Performance Standards The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and
using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
EN7G-I-a-11: Observe correct subject-verb EN7LT-I-a-2.1: Identify the distinguishing features of EN7LT-I-a-1: Discover literature as a means of EN7G-I-a-11: Observe correct subject-verb agreement
C. Learning Competencies / Objectives Write agreement proverbs, myths, and legends connecting to a significant past
the LC code for each EN7LT-I-a-2.1: Identify the distinguishing features EN7LT-I-a-2.1: Identify the distinguishing features of
of proverbs, myths, and legends proverbs, myths, and legends

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

i. Evaluating Learning Quiz

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Subject-Verb Agreement Discovery Tasks Final Task
(Proverbs and Subject-Verb Agreement)
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material
- - - -
pp 29-31 pp 34-36 pp 37-38 -
- - - -
- - - -
- - - -

IV. PROCEDURES
A. Reviewing previous lesson or presenting
new lesson
B. Establishing a purpose for the lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment the
Review for each
paststep.
lesson by giving an activity about Review the past lesson by asking the rules on subject- Ask the students to group themselves in five (5). Post the quiz on the board and ask the students to
"stress". Ask them to write the activity on their verb agreement. read the instructions written.
notebooks and check it afterwards.
Do the task on pages 37-38 on their book.

C. Presenting examples / instances of the new Tell the students to read and study the sentences on
lesson
D. Discussing new concepts and practicing
new skills # 1
E. Discussing new concepts and practicing
new skills #2
F. Developing Mastery (Leads to Formative
and Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstraction
about the lesson
I. Evaluating Learning
J. Additional Activities for application or
remediation
Group the students in 5 and ask them to read the The students should foolow the GRASPS and be Give them time to answer their quiz.
page 29. proverbs found on page 35. guided by the rubric on page 37.
Ask them the following: Tell the students that they need to give their comments
1. What do you notice about the underlined words? on the lesson being highlighted in each proverb.
2. How do you call
the underlined words? 3. What do you
notice about the encircled words? 4. Which of
these words are singular? 5. What
do you need to remember about subjects and verbs in
sentences? 6.
Which rule is applicable in each of the given
sentences?
Ask the students to make cornell notes while Each member of the group should give a comment on
discussing the rules on Subject-Verb agreement. each proverbs.
Post the activity on board and ask the students to The students must organize their comments using the
identify the subject and tell whether it is singular or chart and write it on a manila paper.
plural and use the correct form of the verb.
Ask the students to answer the activity on their book
on page 30 by choosing the correct form of the verb
inside the parentheses.
Ask the students to exchange paper with their
seatmates and write "checked by". Give the key to
corrections to the students.
Answer the activity on page 31. Ask the students to fill Each member of the group should present their The students will present their created illustration and Record their score.
in the blanks with the correct form of the verb given comments on the given proverbs written on the manila oral presentation in class.
inside the parentheses. paper.
 REMARKS
The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if
the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? No. of learners who have
caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these

work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use, discover
which I wish to share with other teachers?

Prepared by: Checked by:

EVONY V. DELA CRUZ JOSEPHINE M. CABRAL
Subject Teacher Principal I
 School SULIVAN NATIONAL HIGH SCHOOL Grade Level 7
GRADE 10 DAILY ENGLISH
LESSON LOG Teacher EVONY V. DELA CRUZ Learning Area
Teaching Dates and Time JUNE 24-28, 2019 Quarter FIRST

DAY 1 DAY 2 DAY 3 DAY 4

Objectives must be met over the week and connected to the curriculum standardds. To meet the objectives, necessary procedures must be followed and if needed additional lessons, exercises and remedies activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy to learning yhe lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb
A. Content Standards agreement.
B. Performance Standards The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and
using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
EN7LT-I-b-1: EN7LC-I-b-5.2: Note the changes in volume, EN7LT-I-b-2.2: Explain how the elements specific to a EN7G-I-b-11:
Discover literature as a means of projection, pitch, stress, intonation, juncture, and rate genre contribute to the theme of a particular literary Observe correct subject-verb agreement
C. Learning Competencies / Objectives Write connecting to a significant past of speech that affect meaning selection
the LC code for each EN7LT-I-b-1:
Discover literature as a means of connecting to a
significant past

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

i. Evaluating Learning
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Module 1: Lesson 2 Recalling my The Origin of the World (Maranaw)
Affixes Subject-Verb Agreement
Ancestors' Beliefs Myth/Legend
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material
- - - -
pp 42-44 pp 45-46 pp 47-48 pp 60-62
- - - -
- - - -
- - - -

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
A. Reviewing previous lesson or presenting allotment
Present for
theeach step. of maranao people, a phoenix,
pictures Present a picture of a carabao with label at its head, Ask the students to read the story, "The Origin of the Present the sentences in class.
new lesson galaxy, and dwarfs. body, and tail. (prefix, root, suffix) World (Maranaw)" on pages 47-48.
Guide them in identifying each words meaning while The students will note down the Maranaw's beliefs
B. Establishing a purpose for the lesson relying on how it was placed in the picture presented about creation.
to them.
Ask them the following questions: Ask them the process questions on page 61.
1. Which of the picture is a symbol of Maranaw art
C. Presenting examples / instances of the new and I believed to be a symbol of good fortune?
lesson 2. whci one shows mischievous little creature that
is believed by Maranaw people to have magical
power?

D. Discussing new concepts and practicing Let the students view the painting of Fernando Let the students make a cornell notes about the After taking down notes, ask them to find out if it is Discuss the rules on subject-verb agreement and ask
new skills # 1 Amorsolo. affixes on page 46. similar to or different from your beliefs. them to make cornell notes.
E. Discussing new concepts and practicing Let them fill out the chart based on the guide Discuss the Did You Know part in the book and Discuss the story by asking the guide questions on Present more examples and ask the students to apply
new skills #2 questions inside the parentheses on page 43. present an example for each topic. page 48. the correct form of the verb.
Let the students present their thoughts about the Ask the students to complete the chart on page 46 by Let the students read the This is Good to Know part With a partner, let them read and analynze the
F. Developing Mastery (Leads to Formative
paintings and let them share their answer on their forming new words based on the given on page 49. sentences, and write the correct form of the verb.
and Assessment 3)
classmates. prefixes/suffixes.
Ask: What is the relevance of our ancestors' beliefs to With a partner, let the students share their ideas about
G. Finding practical applications of concepts
your identity? myths by answering the questions on page 48.
and skills in daily living
H. Making generalizations and abstraction
about the lesson
With a partner, let the students discuss our ancestors' Let the students answer the activity on page 47 by Ask the students to answer the activity on page 50 by Let the students answer the activity on page 62 by
beliefs listed in the chart on page 44. The students will filling the blank with appropriate word. applying the appropriate prefix/suffix. completing the sentence by applying the correct form
I. Evaluating Learning discuss these beliefs and will state the reason why of the verb.
they believe them.
J. Additional Activities for application or
remediation
REMARKS
 The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if
the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? No. of learners who have
caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these

work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use, discover
which I wish to share with other teachers?

Prepared by: Checked by:

EVONY V. DELA CRUZ JOSEPHINE M. CABRAL
Subject Teacher Principal I
 School SULIVAN NATIONAL HIGH SCHOOL Grade Level 7
GRADE 10 DAILY ENGLISH
LESSON LOG Teacher EVONY V. DELA CRUZ Learning Area
Teaching Dates and Time JULY 1-5, 2019 Quarter FIRST

DAY 1 DAY 2 DAY 3 DAY 4

Objectives must be met over the week and connected to the curriculum standardds. To meet the objectives, necessary procedures must be followed and if needed additional lessons, exercises and remedies activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy to learning yhe lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb
A. Content Standards agreement.
B. Performance Standards The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and
using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
EN7LT-I-a-2: Describe the different literary genres EN7G-I-c-11: EN7OL-I-c-1.14.2:Observe the correct pitch levels
during the pre-colonial period Observe correct subject-verb agreement when reading sentences
C. Learning Competencies / Objectives Write EN7LT-I-a-2.1: Identify the distinguishing features of EN7VC-I-c 3.1.3:Give the meaning of different signs
NO CLASSES DUE TO TYPHOON proverbs, myths, and legends and symbols (road signs, prohibited signs etc.)
the LC code for each

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

i. Evaluating Learning MINI-PERFORMANCE TASK Subject-Verb Agreement SIGNS AND SYMBOLS

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
- English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material
- - - -
- pp 37-38 pp 61-62
- - - -
- - - -
- - - -

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step. Ask the students to bring out the materials that was Present the sentences in class.
A. Reviewing previous lesson or presenting Recall previous lesson by checking their assignments
assigned to them.
new lesson in class. Ask volunteers to read their works in class.

Group them in five and ask them to have (3) three
B. Establishing a purpose for the lesson chosen proverbs.
Remind the students that the key words that they will
pick will be illustrated.
C. Presenting examples / instances of the new
lesson
Ask them the process questions on page 61.
Explain to the class that the lesson for the day will be
about signs and symbols which could prevent
accidents and danger
1. Let the class watch a video Presentation or
PowerPoint slides of signs and symbols and ask them
to write what it means and where they most likely see.
2. Check student’s answer afterwards

Let them start drawing ther proverbs bearing in mind Discuss the rules on subject-verb agreement and ask 1.Divide the class into six groups
the different criteria mentioned in the guide. them to make cornell notes. 2. Assign a scribe and a leader.
3. Give them 10 minutes to go around the campus and
look for signs and symbols.
4. They need a camera or a cellphone to take a
D. Discussing new concepts and practicing
picture of the sign
new skills # 1
5. Assign areas in the school for each group to avoid
similar answers
6. The leader will report the result of the group task

Present more examples and ask the students to apply Give a five-item task (Identify the
E. Discussing new concepts and practicing
the correct form of the verb. meaning of the given signs and symbols)
new skills #2

F. Developing Mastery (Leads to Formative With a partner, let them read and analynze the
and Assessment 3) sentences, and write the correct form of the verb.
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstraction
about the lesson
 Go over these questions after drawing:
1. Does your illustration convey the message of the
proverbs?
2. Are all the elements in the illustration relevant? If
not, what should you remove?
I. Evaluating Learning
Let the students answer the activity on page 62 by
completing the sentence by applying the correct form
of the verb.
Draw the sign/symbol for the following:
1.You are not allowed to park your
vehicle in that area
2. Smoking is prohibited in that area
3. Nobody is allowed to make any noise
4.There is an open manhole ahead
5. Individuals below 18 years of age are not
allowed to enter

J. Additional Activities for application or

remediation
REMARKS
The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if
the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? No. of learners who have
caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these

work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use, discover
which I wish to share with other teachers?

Prepared by: Checked by:

EVONY V. DELA CRUZ KHRISTIAN S. LIWANAG
Subject Teacher Principal I